NDLI: Teaching gender in English literature at a South African secondary school in KwaZulu Natal (KZN)

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Teaching gender in English literature at a South African secondary school in KwaZulu Natal (KZN)

Content Provider	Semantic Scholar
Author	Singh, N.
Copyright Year	1998
Abstract	Work on gender in education has only recently gained impetus in South Africa. The GETT report (1997) draws attention to the paucity of context-based and qualitative research in this area particularly with regard to the extent to "which knowledge, skills and attitudes developed by boys and girls through schooling are gendered, and the extent to which such factors as .. . teaching practices and out-of-school experiences are involved" (GETT, 1997: 116). It was in specific response to the above area of concern that this project was conceived. In this light, the project provides a detailed analysis of a classroom in which the teacher taught (what she considered) a seemingly innocuous, 'gender neutral ' short-story to a grade 10 (standard eight ) class. An in-depth examination of how pupils interacted with the short-story as well as the teacher's approach to the text was undertaken to establish how a gendered discourse was generated and how that discourse fed into, or undermined, dominant hegemonic gender practices. In addition, a closer look at interactional processes (that is, learning styles and strategies; and teacher-pupil and pupil-pupil interaction) was conducted to uncover whether gender was implicated in their operation within the classroom. Hence, the project constitutes an attempt to explore the extent to which the text, pedagogical practices, and out-of-school (lived) experiences were involved in shaping the pupils' knowledge and understanding of their gender identities.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://researchspace.ukzn.ac.za/xmlui/bitstream/handle/10413/3626/Singh_Naveen_1998.pdf?isAllowed=y&sequence=1
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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